Applying content through
problem & Project-based learning
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Savery (2006) defines problem-based learning as a “learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined [relevant] problem” (p. 12). Savery claims that learners are more motivated when the learner is responsible for the solution (p. 13). He also outlines the benefits of problem-based learning, which include more collaboration between students, increased motivation, strengthened skills of critical thinking, promotion of continual learning , and cross-curricular integration of content.
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Use the black button to return to the Problem & Project-based Learning Page when exploring the model links.
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Problem-based learning is different from project-based learning in that project-based learning is organized around creating a project/product, rather than solving a problem. Project-based learning requires students to apply their knowledge differently than problem-based learning by displaying their understanding of the concept and the terminology, rather than creating a solution for a loosely defined problem (p. 16).
Problem-based and project-based learning encourage students to build their understanding of concepts by creatively applying their knowledge to real-life scenarios. Savery (2006) asserts that problem-based learning cultivates students’ higher order thinking skills, problem solving, and self-regulated learning habits.
I have chosen one project-based and one problem-based assignment I designed and implemented to analyze in more detail. The bottom two projects involve cellular models students created in order to model processes and structures. They also fall under the “Modeling” category of applied science teaching methods.
Problem-based and project-based learning encourage students to build their understanding of concepts by creatively applying their knowledge to real-life scenarios. Savery (2006) asserts that problem-based learning cultivates students’ higher order thinking skills, problem solving, and self-regulated learning habits.
I have chosen one project-based and one problem-based assignment I designed and implemented to analyze in more detail. The bottom two projects involve cellular models students created in order to model processes and structures. They also fall under the “Modeling” category of applied science teaching methods.
